Beyond Lecture Capture: Student-Generated Podcasts in Teacher Education

This article explores the effectiveness of student-generated podcasts in teacher education. It reports on a pilot study undertaken with teacher education students in an online ICT class, where students investigated podcasting and created reflective podcasts. The article argues that in order to enhance learning outcomes via podcasting, it is necessary to move beyond coursecasting, toward podcasting with and by students, and to value key competencies and dispositions as learning outcomes.

Waikato Journal of Education
Te Hautaka Mātauranga o Waikato
Special 20th Anniversary Collection, 2015
Waikato Journal of Education
Te Hautaka Mātauranga o Waikato
Special
20th
Anniversary
Collection
2015
He piko he taniwha, taniwha rau
Wilf Malcolm Institute of Educational Research, Faculty of Education, University of Waikato, Hamilton, New Zealand
ISSN: 1173- 6135 (paper copy) 2382- 0373 (online)‐ ‐
(pp. 195–205)
Originally published Volume 16, Issue 1, 2011
Author Contact: Dianne Forbes: [e-mail]
Beyond lecture capture: Student- generated podcasts in teacher‐
education
Dianne Forbes
Faculty of Education
The University of Waikato
Abstract
Podcasting in higher education most often takes the form of lecture capture or “coursecasting” as
instructors record and disseminate lectures (King & Gura, 2007, p. 181). Studies published within the
past five years continue to prioritise podcasting of lectures for the student audience, and to test the
effectiveness of such podcasts via traditional pencil and paper assessments covering the material
delivered via podcast (Hodges, Stackpole-Hodges, & Cox, 2008). A premise of this article is that in
order to enhance learning outcomes via podcasting, it is necessary to move beyond coursecasting,
toward podcasting with and by students, and to value key competencies and dispositions as learning
outcomes. This article reports on a pilot study undertaken with teacher education students in an online
ICT class, where students investigated podcasting and created reflective podcasts. The pilot study
aimed to engage students actively in generating podcasts, incorporating a wider view of assessment
and learning outcomes. Student-generated podcasts were self-assessed, and shared online in order to
invite formative feedback from peers. A range of positive outcomes are reported, whereby students
learned about and through podcasting, engaging in reflection, problem solving and interactive
formative assessment.
Keywords
Online, podcasting, teacher education, student voice, outcomes
Introduction
A podcast is a digital media file that plays sound, is accessed from a website, and can be opened
and/or downloaded to play on a computer or portable player (Salmon, Mobbs, Edirisingha, & Dennett,
2008). While some commentators (e.g., Burt, 2008; Campbell, 2005) restrict the definition of
podcasting to episodic and syndicated use, Edirisingha (2009) distinguishes between a technical
definition of podcasting emphasising the means of delivery and access of digital media files; and
educational adoption of podcasting where podcasting refers to how academics choose to offer digital
audio content—even as downloadable files. While the use of audio recordings in education is not new,

196 Dianne Forbes
and radio broadcasts have been used in New Zealand schools since 1927, podcasting offers new
advances in convenience and flexibility due to the relative ease of recording, editing and uploading, as
well as accessing and subscribing to podcasts. Tools are freely available (such as the open source
software program Audacity, as used in this pilot), and despite the implication in the name, an iPod is
not a necessary tool, as audio files can be accessed or subscribed to via any computer, rendering
podcasting “one of the most accessible of the Web 2.0 technologies and one of the easiest to try out
and adapt” (Harvey, 2008, p. xvii). Commentators consider podcasting promotes flexibility and
learner control; learner motivation and engagement; cognition and learning; and novel opportunities
for presenting and instructing (Salmon & Nie, 2008).
My interest in student-created podcasts stems from observing that teacher education students are often
exposed to podcasts created by other speakers on the Web, and it is increasingly common for lecturers
to transmit podcasts to students (Evans, 2008; Lonn & Teasley, 2009; Morisse & Ramm, 2007;
Wagstaff, 2007). Lecturers use podcasts to transmit one-way introductory material to complement
lectures, practical learning and field trips; to give audio feedback to students (France & Ribchester,
2008); and to complement online learning with news, overviews and explanations (Fothergill, 2008).
However, it still seems relatively rare for students to generate their own podcasts in educational
contexts at tertiary level (Beilke, Stuve, & Williams-Hawkins, 2008; Lazzari, 2009; Rothwell, 2008;
Salmon & Nie, 2008). When tertiary students have generated their own podcasts, some early studies
have reported the experience to be plagued by technical difficulties, requiring significant training and
time for students to achieve a reasonable result (e.g., McLean & White, 2009). I am therefore
interested in exploring opportunities for students to create podcasts simply and successfully, with
appropriate technical support, using freely available software, in our local context. The intentions are
that teacher education students would become creators of podcasts, rather than merely consumers, and
thereby increase their confidence to encourage their own pupils to generate educational podcasts in
future.
Educational podcasting: Trends and issues
A review of the literature on educational podcasting involved searching educational databases,
selection and retrieval of approximately 50 articles published between 2006 and 2010, and key
textbooks, notably King and Gura (2007) as well as Salmon and Edirisingha (2008). Recent
international articles report on educational podcasting, particularly in the United Kingdom, United
States, Germany, Italy, Australia and New Zealand. Podcasting in higher education emerged in the
United States followed by the United Kingdom and Australia from about 2004, initially with lecturers
podcasting lectures (i.e., coursecasting), and then with students producing limited podcasts. The
uptake of podcasting in the school sector occurred simultaneously, with significant activity in the
aforementioned countries, including New Zealand, characterised by more direct involvement of
school-aged pupils from the outset (e.g., Burt, 2008).
There is ample evidence of podcasting with children at primary school level for literacy
development—especially book reviews (Burt, 2008), poetry (Dlott, 2007), and oral language (Kervin
& Vardy, 2007; Nicholls, 2008). Small numbers of very recent studies also mention podcast use with
school-aged pupils in music (Kerstetter, 2009), art (Buffington, 2010), and in science (Sawle, 2007).
In turn, the teachers of these pupils are using podcasts for professional development (King & Gura,
2007; Schmit, 2007). Meanwhile in tertiary education, there are reports of lecturing staff producing
podcasts, in some cases with students, across a wide range of disciplines. Published studies report that
podcasting is used across disciplines: IT and computer science; medicine—including genetics and
nursing education; exercise physiology; environmental science; language learning (e.g., the Mobile
Assisted Language Learning (MALL) of Abdous, Camarena, & Facer, 2009); literature; journalism,
marketing; law; tourism; and teacher education (e.g., Chan, Lee, & McLoughlin, 2006; Northcote,
Marshall, Dobozy, Swan, & Mildenhall, 2007; Olney, Herrington, & Verenikina, 2008).

Beyond lecture Capture: 197
Whatever the field, there is an overwhelming tendency for podcasting in higher education to begin
with what is sometimes referred to as “coursecasting” as instructors record and disseminate lectures
(King & Gura, 2007, p. 181). Indeed, in many institutions around the world, this persists as the most
widely promoted use of podcasting in higher education (French, 2006). Beyond recording of lectures,
the next most common use is for providing supplementary course materials (Abdous et al., 2009; Hew,
2009; Walls et al., 2010). Most of these uses are transmissive, although there is evidence of other uses
in tertiary contexts. For example, some authors emphasise the need to use podcasts to think creatively
and constructively, rather than reproducing transmissive materials (Cane & Cashmore, 2008; Riddle,
2010).
A number of commentators are highly critical of the value of podcasted lectures, describing this use as
“underwhelming” (King & Gura, 2007, p. 41), “low level” (Olney et al., 2008), and behaviourist
(Herrington & Herrington, 2007). The sentiments are summed up, fairly harshly, by King and Gura
(2007) who refer to coursecasting as the “artless use of technology” (p. 181). A more moderate stance
promotes lecture podcasts as a constructive start to making learning more accessible. Nevertheless,
while coursecasting has its place, it is desirable to move beyond lecturer transmission to students’
closer involvement in producing podcasts.
To go to the next step, which is encouraging and enabling students to generate the podcasts (Chan et
al., 2006; Dyson, Litchfield, Lawrence, Raban, & Leijdekkers, 2009), requires valuing student voice
(Schmit, 2007). As Atkinson (2006) notes, “the emerging developmental and research direction seems
to me to be learning through creating podcasts and similar, in contrast to learning from podcasts” (p.
2, emphasis in original). This direction corresponds with long-established work valuing student voice
and the co-construction of learning (Beane, 1990; Dewey, 1916; Freire, 1970). Democratic pedagogies
thus feature students being more active and participatory in their own learning (Davie & Galloway,
1996; Taylor, 2000). This is a fundamental underpinning character of New Zealand education,
according to the Ministry of Education (2007).
Why podcast?
The literature suggests that podcasts are motivating (see, for example, Burt, 2008; Dale & Povey,
2009; Lee & Tynan, 2008; Lonn & Teasley, 2009; Riddle, 2010). In short, students enjoy podcasts for
their novelty value and the break they represent from text-based study. When involved in actually
creating the podcasts, students are motivated by the opportunity to express themselves for a genuine
audience. They are motivated by being able to create their own podcasts, and get feedback on what
they have to say (e.g., Burt, 2008; Dlott, 2007; King & Gura, 2007).
When students create podcasts, reflection is enhanced by the creation process (Campbell, 2005;
Ng’ambi, 2008; Salmon & Nie, 2008). As Salmon and Nie (2008) point out, “Learner-developed
podcasts encourage students to reflect on their own learning, improve on their performance during
content creation as well as reconsider and modify their ideas” (p. 9). Thus, reflection has formative
potential, and ongoing learning is generated. This is particularly powerful when podcasting is
episodic, with reflection occurring at various points in the learning process (Schmit, 2007). Podcasts
are credited with having a community-building potential, as shared experiences, whether they are
created by groups, or shared within a class, generate feedback loops and common grounds for
discussion. Podcasting seems to suit diverse students, catering for differentiated learning preferences,
such as aural learners and those who need to move around (Beilke et al., 2008; Burt, 2008; Dale &
Povey, 2009; Lum, 2006).
Some critics, however, regard podcasting as time consuming (Burt, 2008; Huntsberger & Stavitsky,
2007; Lee & Tynan, 2008). Doubts about the ease with which lecturers and students can podcast are
occasionally raised, with some authors warning of the need for high levels of technical support, time
and training (Lonn & Teasley, 2009).

198 Dianne Forbes
Whether or not sound recordings are effective for learning is also in doubt due to the limitations of
aural processing of information (Campbell, 2005; Walls et al., 2010). Some authors raise the
possibility that podcasting can amount to little more than content “spoon feeding”, especially when
used for transmission purposes (French, 2006; Herrington & Herrington, 2007; Lum, 2006), leading to
the accusation that podcasting may be contrary to experiential learning (Dyson et al., 2009; French,
2006). Most of these criticisms, however, relate to podcasts generated by staff for a student audience,
since student-generated podcasts are rarely considered. The main questions of relevance to student-
podcasting are whether the technical challenges are realistic, and indeed whether the outcomes are
worth the effort.
Assessment and outcomes
Most studies investigate outcomes based on teacher-generated podcasts. So, they ask what the
outcomes are when students listen to podcasts produced by their lecturers in higher education. For
example, Hodges et al. (2008) highlighted “possible factors that may affect academic achievement
when instruction is delivered via podcast” (p. 139). Typically, the outcomes listed are student
enjoyment/satisfaction, and course-related benefits. A wider view of outcomes is adopted in K-12
contexts, where students are more often the creators of the podcasts (e.g., Burt, 2008; Nicholls, 2008).
It would seem that consideration of outcomes in tertiary contexts, in relation to student-generated
podcasts, is fairly rare. This begs the question: What are the outcomes when students in tertiary
education produce podcasts as part of their learning experiences?
A fundamental problem is that researchers and authors persist in focusing on “the amount that students
learn” (Means, Toyama, Murphy, Bakia, & Jones, 2009, p. xvi), or “knowledge acquisition” (Vogt,
Schaffner, Ribar, & Chavez, 2010, p. 38), and take a narrow view of examination results or test scores,
with various attempts to compare with control groups (not exposed to podcasting), or to contrive
quasi-experimental models (e.g., Lazzari, 2009). Instead, what is needed is a wider and deeper view of
outcomes (Wright, 2010). In terms of looking wider, we need to consider affective outcomes as part
and parcel of learning outcomes, and to consider habits of mind in the widest possible sense (Mitchell,
Wylie, & Carr, 2008). In terms of looking deeper, we should look at the quality rather than the
quantity of learning, and consider higher order thinking and deeper learning overall. In two recent
literature reviews for the Ministry of Education, Mitchell et al. (2008) highlighted broad measures of
learning dispositions and social-emotional outcomes in an early childhood context; while Wright
(2010) also argued the need to interpret outcomes broadly so as to avoid a restrictive view at odds with
lifelong learning. Student outcomes might therefore include metacognition, task completion, learning
outside the classroom, social and cooperative skills, articulation of opinions, improved literacy and
oral presentations, as well as quantitative improvement in tests (Wright, 2010).
In the few studies that do mention wider outcomes for student-generated podcasts, metacognition is
highlighted, as students gained insight into learning processes and reflected on their thinking and
progress (Burt, 2008; Chan et al., 2006; Nicholls, 2008). In addition, it is commonly acknowledged
that students develop technical skills associated with the recording, editing and publishing of podcasts,
and with problem-solving throughout this process (McLean & White, 2009). Students learn through
generation and sharing of content, including research (McLean & White, 2009). Students learn
communication and presentation skills (Burt, 2008; Downward, Livingstone, Lynch, & Mount, 2008;
Nicholls, 2008). In relation to the latter, the use of voice is a key outcome on several levels. While
students learn confidence and expression, in terms of basic vocal presentation of a podcast episode, at
a deeper level podcasters also find their voice in terms of efficacy, democracy and empowerment
(Beilke et al., 2008; King & Gura, 2007).
Studies adopting a wider view of outcomes include Burt’s (2008) study of children’s podcasting for
literacy in which the reading habits, attitudes, fluency and ability were tracked. A multi-dimensional

Beyond lecture Capture: 199
approach to outcomes for different participants is also suggested in the study by Beilke (2008),
involving youth and preservice teachers, as well as IT postgraduates. Also, Dale and Povey (2009)
researched student-generated podcasts in the tourism field, where students were required to create
podcasts about local heritage attractions. The authors reported outcomes such as deeper learning, and
“creative, imaginative and practical skills” (p. 122). They surmised that these skills would assist in
employability of graduates. Interestingly, articles in teacher education tend to look closely at outcomes
for staff as well as students (e.g., Chan et al., 2006; Olney et al., 2008). This was also the case for the
pilot study reported below, in which outcomes for staff are valued highly, alongside student learning
outcomes.
The Pilot Study: Student voice and choice
This pilot study was centred on using student-generated podcasts within a second year online paper
with 35 initial teacher education undergraduates. Most were primary, but also included a small number
of early childhood and secondary preservice teachers, a few inservice teachers upgrading
qualifications, and a few other students taking the option in order to complete a social science degree.
The intentions were for students to learn through ICT, actively engaging in creating reflective
podcasts, thus engaging in “podagogy”, or podcasting for learning (Bell, 2008, p. 178). These
podcasting exercises could provide insight into their educational uses in New Zealand classrooms. In
brief, the students were asked to investigate podcasting, create a short podcast of their own, share this
draft recording with peers online, self-assess their efforts, and invite feedback from peers. This
feedback supported their revision of their draft podcast, before submission for formal assessment.
To initiate this, students first researched podcasts online, locating a definition, and finding an example
of an educational podcast. Students were next required to evaluate available podcasts, and to generate
ideas for using podcasts for learning purposes. The subsequent task was to listen to a lecturer-
generated podcast. This was intended to model and foreshadow the next reflective podcasting activity.
This three-minute lecturer-generated podcast explained my own reflections on learning through ICT,
and outlined a self-assessment before sharing it with students via our Moodle forum.
Students had to create a podcast of their own, choosing one of the following options (University of
Melbourne, 2009):
• Aha! I get it!—Create a podcast that offers an explanation of something you have learned in
relation to ICT
• Huh? I don’t get it—Create a podcast that expresses a difficulty related to learning through
ICT
• IMHO. In My Humble Opinion—Create a podcast that offers a personal perspective related to
learning through ICT
When selecting their topic, students were invited to reflect on any of the paper content in order to
review, analyse and synthesise their learning to date, and to share their thinking with the group via
podcast. Throughout the period of podcast creation, students had technical assistance from a guest e-
learning designer from the Waikato Centre for e-learning (WCEL), who helped them use Audacity,
giving instructions and demonstrating via YouTube videos how to install, record, edit and upload
podcast files to Moodle. Individual support was also available via a Moodle help forum. The main
challenge students had involved exporting their podcasts as MP3 files. After some joint problem
solving through the help forum, the technical aspects of the task were manageable so that all students
successfully recorded and uploaded their podcast to Moodle, ready for feedback and discussion. At
this point, students explored the learning intentions of their podcasts, giving consideration to what
they were aiming to achieve and an assessment of how successful they consider their podcast to be.
They listened to and commented on the podcasts of peers, giving formative feedback.

200 Dianne Forbes
Through this activity, students engaged in self- and peer-assessment, using concepts derived by
Clarke, Timperley and Hattie (2003). At the end of the course, students were asked to appraise the
podcasting activities, via an anonymous online questionnaire that had already gained ethics approval.
Reflecting on the intentions and successful completion of this series of activities, combined with
attention to student perspectives, yields a number of insights into outcomes, discussed below.
Outcomes—findings
Successful completion of the activities suggests that student outcomes included learning about
podcasting; awareness of educational podcasts available online; creation of a reflective podcast; self-
assessment using learning intentions and success criteria; and giving and receiving formative
feedback.
In relation to the wider view of possible outcomes (Wright, 2010), it is apparent that the podcasting
exercises encouraged students to engage in metacognitive reflection, partly because they had to
problem solve in order to work through the task of recording and uploading their own podcast. They
were thus engaged in learning how to learn. Students responded positively to the podcasting activity.
For example, via personal communication, one student offered the following tale:
I’m really glad that it ended up coming out as well as it did—my computer doesn’t
have a microphone and I don’t have a webcam or anything. So I had used my son’s
eye toy device [that you plug into the play station for gaming] to record it, except it
would record my voice at chipmunk speed!! I couldn’t work out how to make it at
normal speed. So, once I had recorded my 3 mins, I had to keep playing around with
the speed and tempo until it sounded like my normal voice—it was lots of fun and
only slightly frustrating!
It is evident that students learned about podcasts, as “a different mode of communication” (TDU
appraisal, student comment). In doing so, there was an apparent widening of their horizons as at least
two students commented that they may not have experimented with podcasting had the paper not
required them to do so. The reflective character of the student podcasts prompted metacognition and
articulation of opinion (Wright, 2010). For example, one student reflected on her perceptions of the
teacher’s role when learning through ICT, recalling pertinent aspects of her journey as a distance
student studying online. In doing so, she made links to learning through online discussions and
relevant literature. She discussed her understanding of the New Zealand Curriculum, and her beliefs
about teaching and learning, along with aspirations for her work in her own classroom. She reflected
on learning from her own children; her initial resistance to learning from children; and her growing
willingness to admit that she does not know everything. She reflected on her awareness of cybersafety
issues, and articulated her philosophy relating to trust and empowering students.
Keeping an open mind is important. As we discussed cybersafety and filtering … it
came to my attention that we exhibit a lack of trust in our students by filtering
websites. This seems to me to be at cross-purposes to the key competencies, especially
managing self. Banning certain devices at school, iPods and mobile phones, could also
show this.… We can use these tools to facilitate learning instead of making out that
they inhibit it.… In summary, I guess I’m saying that I’ve come to understand that
teaching ICT involves a much bigger picture than just showing students “how to”. It
certainly involves a lot of learning and reflection (Student podcast).
In relation to technical outcomes, students worked with Audacity software, downloading and installing
it independently, plus recording, editing and uploading podcast files to Moodle. This involved
perseverance and problem solving. In terms of community outcomes, students shared their podcasts

Beyond lecture Capture: 201
with others, and in turn commented constructively on peers’ podcasts. This involved social skills,
communication, tact and diplomacy, and practice in feedback and feedforward.
Two pieces of student feedback follow, relating to a single podcast by a peer:
I liked your podcast as I felt that it was a balanced opinion of ICT usage within the
education sector. Your statement about the benefits of ICT for “multi-faceted” use
with regard to literacy extension was interesting and gave credence to ICT use as
needing to be ”contextual, meaningful and relevant”. Your acknowledgement of both
the teacher’s role as well as ICT’s role for 21st century learning was also valid. The
mention of funding issues and professional development showed that you had
considered both sides of the ICT debate. You spoke clearly and delivered your
message in a way that was easy to understand, without bombarding the listener with
too much information. Overall, well thought out and informative. Great job in
successfully using an alternative software! Well done. (Student 1)
Great use of personal voice which conveyed strongly your opinion of how ICT should
be utilised in the classroom and the benefits ICT has in relation to students’ learning.
You demonstrated a great understanding of the demands that a 21st learner faces in
which they require a more flexible, larger and knowledgeable literacy “tool kit” than
before. I agree with you about the integration of ICT being contextual, meaningful and
purposeful to the learner and how learning needs to be goal driven, in which students
know … what and why they are learning… (Student 2)
A number of the students in this online paper indicated that they would consider getting their own
pupils to make podcasts in their classrooms. One practising teacher in the class immediately took up
this challenge. As she reported, via personal communication,
… my class and I love podcasting. I bought a microphone for only $80 that converts
our files to MP3 and holds 16 files. You can play back through the microphone. It is
so cool! We use it for recording our reading group plays, downloading and playing it
to the class, my Year 11 assessment was about a radio talkback show so we did a radio
talkback show in our class using the mike and downloading it.
Additional comments from students within the formal course appraisal revealed further evidence of
valuable learning outcomes. For example, students made links with other curriculum areas, including
literacy “and multimodal forms in literacy learning”, gained insight into pedagogical processes, and
particularly valued the practical learning and elements of “formative assessment, [enabling them] to
build on that learning” (TDU appraisal, student comments).
There were also outcomes for me as the teacher of this class. For example, my confidence improved,
especially regarding my knowledge about e-learning practices and tools. I also developed a respectful
relationship with technical staff, who enabled me to realise my pedagogical vision, and also to see new
possibilities. I was also able to hear every student’s voice, even though many of us had not met in
person, and gained considerable personal insight into each individual’s thinking and learning.
In summary, outcomes for students included learning about and through podcasting. Students engaged
in reflection, problem solving and interactive formative assessment. They communicated an insight
into the pedagogical, “podigogical” possibilities, and a desire to experiment with podcasting with their
pupils. In turn, my outcomes as a teacher educator included insight into student learning, an
invigoration of my teaching, and opened up directions for research.

202 Dianne Forbes
Discussion
The project described above aimed to venture beyond coursecasting by involving students in the
creation of podcasts. The intention was to value student voice, and to encourage learning through
creating podcasts (Atkinson, 2006). In keeping with findings of previous research reviewed, students
found the opportunity to podcast motivating and were inspired by the opportunity to express
themselves for a genuine audience, receiving feedback in return (Burt, 2008; Dlott, 2007; King &
Gura, 2007). As the literature suggests, the students engaged in “podcast-mediated reflective learning”
(Ng’ambi, 2008, p. 133). Upon receiving formative feedback from peers, they were also able to
reshape and re-record their podcasts prior to final submission if they chose to do so. In this case,
however, the podcast was a single episode rather than a series of recordings, which could diminish the
possibility of taking a longer view of learning (Schmit, 2007). This is a limitation of the study, and
subsequent work carried out more recently incorporates multiple podcasting episodes.
Although the research literature indicated concerns about the technical difficulty of podcasting, and
the time involved in doing so, these issues were not a factor in the pilot study. Technical support was
in place so that students had access to clear instructions and a help forum, and time was not mentioned
in any informal or formal evaluations of the experience. Students did mention that they found the task
challenging, but regarded this challenge as worthwhile and time well spent. An issue of note here,
however, is the sustainability of the technical support since it may not be possible for an e-learning
designer to actively contribute to every online class by answering student queries directly, and student
teachers can certainly not expect this level of technical support in their own schools and classrooms.
An alternative support model, connecting students to wider online support networks, could be
explored in future.
Portable devices were not a feature in this podcasting work, as students tended to record and play
podcasts via their laptops or desktop computers. Again, this is in keeping with previous research
findings (Atkinson, 2006; Fothergill, 2008; France & Ribchester, 2008; Hew, 2009; Lee & Tynan,
2008; Lonn & Teasley, 2009; Northcote et al., 2007; Rothwell, 2008; Walls et al., 2010).
Conclusion
This pilot study involved teacher education students in successfully creating their own podcasts as part
of their online paper. Students could record, edit, upload and share podcasts with peers, and gave and
received formative feedback. Overall, a wide range of outcomes resulted, including learning about and
through podcasting; reflective problem solving; exchange of formative feedback; and insights into
new possibilities for learning and teaching. On this basis, podcasting by students has wide potential
beyond the transmission of information, and led to the successful attainment of diverse learning
outcomes.
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